IMpact of IM K–12 Math™
IM Announces Three Innovative Programs
IM is excited to invite math leaders from the IM community to apply to one of three innovative programs for the 2021–2022 school year!
Which program might be right for you?
|IM Learning Lab||IM Collaborative
|IM Math Leaders Forum|
|Participants||K-12 districts or charter systems, represented by 1-2 curriculum leaders||K-12 districts or charter systems represented by a curriculum leader, math coach, or school leader||Individual curriculum leaders, math coaches, or school leaders|
|Description||Apply to participate in one of three IM-sponsored Learning Lab projects for the school year. Work with IM to plan, iterate, and evaluate support solutions that drive implementation integrity in your district!||Use IM’s measurement tools to better drive improvement in your district or school, benchmark your performance with other IM districts, and share your implementation lessons learned with others in the IM community.||Monthly collaborative sessions to discuss a variety of topics of interest to math leaders, learn ways to support teachers using IM, provide feedback to IM, and report changes in teaching and learning.|
|Program Dates||June, 2021 through July, 2022||July, 2021 through June, 2022||July, 2021 through April, 2022|
|Capacity||Only three districts will be selected||Total districts selected will be based on number of applications received and staff capacity||Total individuals selected will be based on number of applications received and staff capacity|
|Application Deadline||May 1, 2021||May 28, 2021||May 28, 2021|
To learn more about these three programs, please join us for one of three free informational sessions scheduled for April 19 or 20. During these sessions, we will share more about each program’s goals, eligibility requirements, benefits of participation, and how to apply. You don’t want to miss your change to engage with others in the IM community!
Register Today to Learn about IM’s Three New Innovative IMpact Programs!
April 19, 2021
April 20, 2021
Beginning in 2017, IM gathered feedback from teachers and leaders using IM Certified® Curriculum and Professional Learning to ensure they were high-quality, accessible, and equitable for all students. By leveraging our pilot process and using developmental evaluation methods to gather fast feedback, we built our Theory of Action to inform our next phase.
In 2019, IM expanded its approach by building a multi-year research and evaluation strategy. The IMpact Strategy for 2019-2021 consists of two key pillars: Collaborative Research Partnerships and Innovative Measurement.
Crane Elementary Schools chose IM 6–8 and IM K–5 Math for the problem-based approach that puts the learner at the forefront and for the embedded teacher supports promoting effective implementation.
Leadership Public Schools (CA) selected IM 9–12 Math for its teacher supports and to provide students with a standards-aligned curriculum and increased responsibility for their own education.
Menifee Union School District (CA) turned to IM 6–8 Math authored by Illustrative Mathematics and professional learning certified by IM to bring rigor, coherence, and enjoyment to mathematics lessons.
Shenandoah Community School District (IA) used IM’s problem-based curriculum to support diverse learners in developing a deeper understanding and having meaningful mathematics conversations.
Sunnyside Unified School District (AZ) selected IM 6-8 Math authored by IM and saw students taking ownership of their learning. Students developed mathematical thinking skills through questioning, discussion, and real-world problems.
IM collaborated with four school districts that implemented the IM curriculum during the 2019–20 academic year. This investigation, which took place August 2019–April 2020, used a mixed-methods, exploratory research design to explore the effect of IM curriculum and professional learning on teacher knowledge and confidence, implementation, and teaching practices.
Note: IM intended to collect additional data to explore relationships between implementation on student attitudes toward mathematics and student achievement, but these data collections were suspended due to the COVID-19 school closures and will be considered for future study.
FOR MORE INFORMATION
Shelby Danks, Ph.D.
Director of Impact Illustrative Mathematics